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In this session, three practicing educators provide responses to the question of how manga, anime, and other Japanese popular culture texts can be incorporated in a formal classroom setting. Old and new challenges to educators color this question – proscribed academic standards that limit teacher autonomy, barriers to students who struggle with traditional forms of literacy, and persistent conceptions of gender that reinforce certain types of readings of these texts. The session will review strategies to overcome these problems as well as engage the audience to consider how using Japanese popular culture texts can redefine gender, literacy, and ultimately what it means to “read".

After a childhood partly “wasted" onMazinger-Z and Hyakujuu-Ou Go-Lion(Tranzor-Z and Voltron in the U.S.), Brent was unaware that some of his childhood TV diet came from Japan originally. During his first week as a grad student at UGA, Brent came across a group of students who showed him the anime that he had long forgotten. Falling back in love with anime, he eventually wrote his doctoral dissertation on how... Read More →